The purpose of this quantitative study was to determine the effectiveness of matching college students' personality types and learning preferences. The study gathered data from student personality types, college classroom environments, and learning preferences. Personality types were assessed through the Myers-Briggs Type Indicator personality test. University students learning preferences were surveyed and analyzed for relationships with their reported personality types. Four research questions supported the study's theory that matching students' personality types to learning preferences can create enhanced classroom facilitation and greater student success. The study established the presence of relationships among personality types and the following variables: learning preferences, learning independently, group learning, classroom distractions, and gender. The results of the study demonstrated that students' personality types were related to learning preferences in eleven unique conclusions. The study may act as a roadmap for educators and faculty wishing to replicate the practice of matching personality types and learning preferences on behalf of their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]